Selection of Students for Occupational Therapy

King, Anna

doi:10.1177/030802268805100804

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…This gives weight to the ideas of King (1988) and aligns with the findings of Howard and Watson (1998). It supports growing practice to encourage a rich mix among occupational therapy students and generally widen the entry gate.…”

Section: Discussionsupporting

confidence: 62%

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Success of non‐traditional students in an undergraduate occupational therapy programme

Wheeler

2001

Occupation Therapy Intl

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An exit survey designed to examine the experiences of occupational therapy undergraduates was administered to 365 students in a four-year honours programme. The survey had a response rate of 51% (186). The survey was informed and supplemented by focus groups with international students and computer-mediated conferencing with community leaders from relevant ethnic minorities. Results showed that older students and those with non-traditional entry qualifications in this sample were as successful as school-leaver entrants (those with UK A Level qualifications). There were no significant differences between the support needs of the groups and previous experience did not have a beneficial or significant effect on support needs. Having to maintain part-time employment significantly increased the likelihood that students would consider withdrawing from the programme. For those who considered withdrawing but who went on to successful completion, the desire to practise occupational therapy following their successful experiences in the programme was a powerful motivator.

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Section: Discussionsupporting

confidence: 62%

“…Academic failure may be addressed by attention to entry requirements, although King (1988) suggests that good Advanced Level scores (A Levels) alone do not predict academic success. Academic difference between A Levels and other qualifications may be less important than the motivation implied by completion of access courses and so on.…”

Section: The Literaturementioning

confidence: 99%

Success of non‐traditional students in an undergraduate occupational therapy programme

Wheeler

2001

Occupation Therapy Intl

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“…There was a dearth of literature that was specific to therapy student selection and what was available tended to be contradictory. The perspectives ranged from academic performance solely being considered the best indicator of success on the course (Vargo et al 1986, King 1988 to advocating that multiple measures be used to predict future success (Isenberg and Heater 1994). A paper by Kerr (1985), pertaining to physiotherapy students, found that 62% of the variance of the degree was not accounted for by pre-entry factors.…”

Section: Review Of the Literaturementioning

confidence: 99%

Can Entry Qualifications be Used to Predict Fieldwork and Academic Outcomes in Occupational Therapy and Physiotherapy Students?

Howard¹

2000

British Journal of Occupational Therapy

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This paper examines the relationships between the entry qualifications and the fieldwork score, academic score and final degree score of a group of 168 occupational therapy and physiotherapy students. The data were gathered from spreadsheets showing the results of students' practical and written assignments and their final degree score computed from these. Details of entry qualifications were obtained from students' personal files. Statistical analyses were carried out on the data obtained to support or refute hypotheses generated by the literature search. It was found that the physiotherapy students with A-levels had higher average scores on entry than the occupational therapy students but that, over the 3 years of their degree, this discrepancy disappeared and there was no significant difference in either fieldwork score or final degree score between the two sets of students. A statistically significant difference was, however, found between the final academic scores of physiotherapy students entering with qualifications other than A-levels, mostly BTEC, and those with A-levels. The results suggest that entry qualifications are poor predictors of both fieldwork and academic outcomes and support the School of Occupational Therapy and Physiotherapy at the University of East Anglia in its policy of a flexible approach to entry requirements; however, careful monitoring should be continued.

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“…However, opinions vary about preferred selection methods for occupational therapy students. For example, there are claims that previous academic performance is the best predictor of student success within a program, suggestions that multiple selection methods should be used, and conclusions that there is little evidence of the superiority of any admission path into an occupational therapy program (Isenburg & Heater, 1994;King, 1988;Wheeler, 2001).…”

Section: Selectionmentioning

confidence: 99%

Framing a set of non‐academic selection criteria for occupational therapy students: An Australian study

Lyons

Mackenzie

Bore

et al. 2006

Aus Occup Therapy J

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Background/Aim: Demand for places in occupational therapy programs at Australian universities may place undue emphasis on academic attainment when selecting students … but how else might students be selected? This study investigated those attributes judged by occupational therapy practitioners to be most important. Methods: From a focus group of occupational therapy academics, a list of occupational therapy practice attributes was generated and used to develop a questionnaire completed by 175 Australian occupational therapy practitioners. Results: The most highly rated abilities were communication and problem-solving skills; the most highly rated qualities were respecting others, self-responsibility and ethical orientation. Conclusions: This research has identified abilities and personal qualities that could be added to current selection criteria to assist in identifying suitable candidates for entry into occupational therapy education.

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Selection of Students for Occupational Therapy

Cited by 4 publications

References 8 publications

Success of non‐traditional students in an undergraduate occupational therapy programme

Success of non‐traditional students in an undergraduate occupational therapy programme

Can Entry Qualifications be Used to Predict Fieldwork and Academic Outcomes in Occupational Therapy and Physiotherapy Students?

Framing a set of non‐academic selection criteria for occupational therapy students: An Australian study

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